PHYS 1302w -- Changes

Mon Feb 23 11:24:33 2009

Effective Term: New:  1109 - Fall 2010
Old:  1089 - Fall 2008
Department: New:  11140 - Physics & Astronomy, Sch of
Old:  11140 - IT Physics & Astron, School of
Sponsor Name:
New:  James Kakalios
Old:  Kenneth Heller
Sponsor E-mail Address:
this course fulfills:
New:  PHYS - PHYS Physical Sciences
Old:  PHYS SCI/L - PHYS SCI/L Physical Science with Laboratory Core
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University´┐Żs entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

The course will give students an understanding of basic physical phenomena and principles, in particular, Electricity, Magnetism and Electromagnetic Inductance.  They will be required to employ mathematical reasoning when applying these concepts and principles to determine quantitative solutions to problems, using math at a level up to and including calculus.  They will work in small peer groups in weekly Discussion sections, solving context-rich problems, applying the concepts described in the lecture sections.  Students will perform hands-on experiments that test and amplify concepts presented in lecture in weekly two-hour lab sections, again working in small peer groups.  The students are encouraged in lab section to develop hypotheses and make predictions of the expected outcome of their experiments, which they then test through direct measurement.
This is best illustrated by the syllabus:

Example Text - Fundamentals of Physics (5th ed) - Halliday, Resnick, Walker

Week 1-2        Charge and Electric Force        Chap. 22
Week 3-4        Electric Field                        Chap. 23
Week 5                Gauss Law                        Chap. 24
Week 6                Electric Potential Energy, Potential        Chap. 25
Week 7-8        Circuits                        Chap. 27, 28
Week 9                Electrical Energy, Capacitors        Chap. 26
Week 10                Electric Potential                Chap. 25
Week 11-12        Magnetic Fields, Forces                Chap. 29, 30
Week 13-14        Electricity and Magnetism        Chap. 31
Week 15                Inductance & Oscillations        Chap. 33
Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New:   PHYS 1302W.200:
Introductory Physics for Science and Engineering II
(Spring 2009)
Preliminary - Subject to Change
Prof. Dr. Alexander Heger, 342F Tate, (612)-625-9283
Class dates, time, and location
Lecture: MTW, 09:05-09:55 AM
Room: PHYS 150
Occasionally I may substitute F 9.05-9.55am for one of the MTW classes.
Please watch out for notices in class and on the web.
Office Hours
Mondays, 14:30-15:30, Physics 342F
Tuesdays, 10:00-11:00, Physics 342F
other times by appointment
Tutor Hours
Time        Name
Mon 10:10        Matthew Weinberg
Mon 14:30        Alexey Finkel
Tue 11:15        Adam Preiwisch
Tue 14:30        Jolene Lois Johnson
Wed 08:00        Ivan Fedorov
Wed 11:15        Xiaoyi Cui
Wed 16:40        Xiao Wang
Thu 11:15        Chen Hou
Thu 15:30        Zhonghua Jiang
Quiz Days
Thursdays (group problem, in discussion session) and Fridays (class time)
•        February 5 + 6
•        February 26 + 27
•        April 2 + 3
•        April 23 + 24
Thursday May 14, 18.30-21:30
Necessary Materials
•        Fishbane, Gasiorowicz, Thornton: Physics for Scientists and Engineers 3rd Edition (Chapters 12, 21-33)
•        The Competent Problem Solver - Calculus Version
•        Physics for Science & Engineering:Electricity and Magnetism Laboratory (Seventh edition)
•        An Interwrite PRSRF remote
Supplementary Materials
The solutions to the problems in Fishbane may be posted on the class web under links and downloads
Welcome to Physics 1302W.200
This is the 2nd of a 3 semester introductory course in physics for students in science and engineering. 1302W discusses the application of physics to electrical and magnetic systems, with a short digression to study gravity. We will study the fundamental properties of electrical charge and magnetism as well as practical applications like electrical circuits and magnetic devices. The course is designed to give you a solid conceptual understanding of the way the real world works based on a few fundamental principles of physics; to enable you to solve realistic problems using logical reasoning and quantitative problem solving skills; and to learn to effectively communicate technical information.
To achieve these goals, this course requires you to understand the material in depth. The course assumes a good working knowledge of the concepts and skills in 1301W. Because of the nature of its material, this course will be more abstract and mathematical than 1301W. Do not fall behind. It is difficult to catch up and gets worse the longer you leave it. If you are having problems contact me or your TA before it is too late. Really.
A lab is included to allow you to apply both the concepts and problem solving skills to the real world. It will also emphasize technical communications skills. A discussion section will give you the opportunity to discuss your conceptual understanding and practice your problem solving skills. In the lab and discussion sections, there will be a strong emphasis on group problem solving as a powerful learning tool and as a preparation for work in your profession
The course contains a number of different components:
In my lectures I will follow the structure of the text in Fishbane, Gasiorowich, and Thornton (FGT) but the explanations and example problems are mostly different. To get the most out of the lectures it is important that you read the text before the lecture. This will give you two different slants on the material, ensure that you can follow the lecture and ask about anything that is not clear. I will tell you which parts of the text to read before the next lecture.
This is a big class and it is difficult to have much interaction between you and me. However, please ask questions when you don’t follow something. If you don’t understand it, it is guaranteed that there are others in the same boat. Don’t be shy. If I don’t see you with your hand up, shout. Also shout when you ask the question, it is difficult for me and the rest of the class to hear in the big room. If you don’t get satisfaction in the lecture, come and ask afterwards or in office hours.
In this class we will use clicker questions and brief group discussions. It is essential for you to participate in these group activities. Education research has shown that few other means of instruction are as effective in learning. Therefore, please seat yourself such as to facilitate discussions in groups of 3-4. Don't sit by yourself. To be able to contribute to these discussions it is essential that you read the book before class. Eventually, you have to read it anyway to pass the quizzes and the final.
You probably will also be better able to see the demonstrations of you sit closer to the from of the lecture room.
Discussion Sessions
In the discussion sessions you will solve problems similar to those which will occur in the quizzes and finals with the help of your TA and a small group of your fellow students. The interaction of the group is an important part of the course. You often learn more by discussion and trial and error amongst your peers than you can from the text book or lectures. Attendance at the discussion sessions is compulsory. If miss one discussion session between quizzes without a valid excuse you you will not be allowed to solve the next group question as part of a group, if you miss two or more you will lose all the group question points.
Office Visits
If you are having problems with the course do not hesitate to ask your TA or me for help. We can give some individual coaching on specific topics.
If you have questions on physics problems, please come during the office hours. If you encounter emergencies and need assistance or special accommodations, you may contact me in my office at any time and we will try to accommodate, help, or refer you (as far as not limited by Department and University Policies).
Email and Phone Policy
Generally, email or phone does not work as a means of communication with the professor for a class of this size. Therefore, usually, I will not be able to answer any questions by email or reply to voice mail. Please contact your TAs or come by in person, during the office hours, or before or after class.
Electronic Gizmos
Please turn of your cell phone, PDA, notebook, Play Station, etc. during class.
Quizzes and Tests
Quizzes and tests prove that you have learned the subject and mastered the skills that have been taught.
The grade for Physics 1302 will be based on 4 quizzes, pre- and in-class questions, laboratory reports, and a final examination.
The majority of your grade in this course will be based on your ability to communicate your physics knowledge by solving problems in quizzes and in the final examination. Problem solutions will be graded based a logical and organized answer grounded in the correct physics of a situation. You will get very few points for just giving the correct numerical answer with no indication of how it was obtained. No credit will be given for disconnected diagrams, isolated equations, or any answer that is not justified by a preceding logical development. On the other hand numerical errors in an answer, well written and based on correct physics, will not be heavily penalized. Credit will be given for partially correct solutions. However you will only receive credit if we can determine from what you have written, what you are doing, why you are doing it, and that your reasoning is correct.
The individual quizzes on Fridays will usually consist of a multiple choice section (25%) and 2 problems (50%). The 3rd problem of the quiz (25%) will be given during the discussion session on the Thursday before. That problem will be solved collaboratively by your group with all group members receiving the same score. Quizzes will be returned in either the laboratory or discussion section the following week.
Final Examination
A 3-hour final will be given on Thursday May 14, 18.30-21:30.
An extra, make-up final will be available only if you previously obtain permission from the physics office on the basis of a clash with another final exam.
In Class Questions
The classroom is equipped with receivers that will log your responses to occasional multiple-choice questions. You will use an Interwrite PRS(RF) transmitter, which you have to buy at the bookstore, to respond. You will get one point for any registered answer and two points for a correct answer.
Pre Class Questions
Your turn to ask. I will try to set up a WebCT where I ask you to submit by Sunday evening 18:00 before each weak of class 2-3 questions you have about the book chapter to be discussed that week. What concepts or specifics did you not understand. Persistent submission of honest, reasonable, and well-formulated questions is part of the participation grade. This is to allow me and the TAs to better help you with the class.
Because this course satisfies University requirements as a laboratory science class and as a writing intensive course, you must pass the laboratory (60% of possible marks) to receive a passing grade in the course. The laboratory grade will be based on well organized and correctly written technical descriptions of the experiments in your laboratory journal and laboratory reports. To ensure that you understand the physics and mathematical concepts needed for the lab, you must pass a computerized quiz in the preparation for each lab. You will not be able to participate in the laboratory and will score zero for that laboratory if you do not pass the test. The laboratory preparation quiz is available on the web at WebCT. It is an open book, open note quiz. The quiz may be taken as often as necessary but must be passed by 5pm on the day before your lab. Make sure you take the test well before the lab so that if you have trouble you can get help from your TA or fellow students.
You need to submit warm-up questions and predictions for each laboratory 48h before class. These are part of the laboratory preparation and also part of the grade. It is important to make physically reasonable predictions and to write them in clear good English. If your laboratory is on a Tuesday, please check submission policy with your TA.
There are no make-up laboratories as equipment can only be put out during the defined lab period. The specific topic from the laboratory for which you will write a report will be assigned to you by your TA at the end of each laboratory period (about every two weeks). Reports should be no longer than 5 nor shorter than 3 typed pages (using a word processor is encouraged and such facilities are supplied by the University) including all necessary predictions, graphs, data tables, and calculations. Your TA will set the deadline for submission of reports. Late reports will not be graded. Graded reports will be returned to you not later than your next laboratory meeting and may be revised, based on your TA’s comments and on a time scale defined by the TA, to achieve a higher grade. Remember this is a writing intensive course so your grade will depend on your communication skills. Your use of English and your grammar and spelling are important and will be graded.
Grading Checklist        Points
Laboratory Journal         Predictions        5
        Lab Procedure        3
Problem Report         Organization        4
        Data and Data Tables        3
        Results        5
        Conclusions        5
Total         25
Bonus Points for Teamwork         N/A
If you miss laboratory sessions, your maximum points will be the fraction of the laboratory sessions that that you attended for each laboratory. For late laboratory reports you will lose 10% of the points per late day. All lab reports have to be submitted to pass the laboratory.
It is essential that you practice solving the problems at the end of each textbook chapter. The number of problems you need to attempt will vary for each person and each topic but in general the more you do the easier they will be for you. It is strongly recommended that at a minimum you solve at least the problems listed below and given out in the lectures. The problems will not be graded but at least one of the questions in each quiz will be very similar to one of these listed problems. The solutions to all the textbook problems will be made available on the class web but it is only useful to you if you attempt the problem before looking at the solution. Only look when you have a solution or become incurably stuck. It is highly recommended to look at additional problems from the textbook for more exercise. For your learning, nothing can replace exercising application of the new material. Another good strategy is to form learning groups that allow you to discuss the problems and gain better insight this way.
Chapter---        Problems
12         3, 15, 30, 36, 47, 48
21         10, 43, 44, 55, 63, 67
22         6, 8, 22, 45, 66, 70
23         25, 33, 35, 42, 47, 51, 56
24         22, 23, 53, 66, 85, 88
25         11, 17, 18, 25, 46, 58
26         17, 34, 55, 58, 76, 82, 86
27         12, 18, 29, 32, 45, 57, 59, 78
28         7, 19, 25, 43, 52, 58, 59
29         9, 21, 29, 34, 41, 47, 69, 73
30         4, 6, 25, 35, 47, 52, 57
31         8, 18, 25, 26
32         20, 22, 29, 32, 46, 48, 49, 55, 62, 68
33         7, 9, 18, 32, 35, 43, 54, 64
Sample Quizzes
I highly recommend the sample problems in the book as a good selection of sample problems at the level of the quizzes and the final. If you can easily solve all the problems in the book, you should have no difficulty with the quizzes or the final.
Course Grade
The course grade will be determined by combining the grades from the various components of the course in the following way.
•        Each of the 4 quizzes will count as 15% (your lowest quiz may be dropped)
•        The final will count as 35% if one quiz is dropped or 20% if no quiz is dropped
•        The laboratory will count as 15%
•        The pre-class and in-class questions will count 5%
The quizzes and final may be scaled on the basis of giving 100% to the highest grade obtained if that is significantly below 100%.
The final letter grade for the course will then be assigned approximately as follows:
A:         83%-100%
B:         68%-82%
C:         50%-67%
D:         40%-49%
F:         less than 40% or a laboratory grade of less than 60%
The dividing lines will not be adjusted upwards but may be adjusted a point or two downwards. The dividing lines between the +, ,- subdivisions are not specified in advance.
Tentative Schedule
#         Week of         Topic         Chapter         Lab         Problems         Lab Report
1         Jan 20         Electric Force         21         BEMA         .         .
2         Jan 26         Electric Field         22         Lab I         1, 2         .
3         Feb 2         Gauss’ Law         23         Lab I         3, 4         .
4         Feb 9         Electric Potential         24         (no lab)         Lab report I due
5         Feb 16         Electric Potential, Gravity         24, 12         Lab II         1, 2, 3, 4         .
6         Feb 23         Gravity; Capacitors and Dielectrics         12, 25         Lab III         1, 2         Revised Lab report I due
7         Mar 2         Capacitors and Dielectrics; Currents         25,26         Lab III         3, 4         .
8         Mar 9         DC Circuits         27         Lab IV         1, 2, 3         Lab report III due
-         Mar 16         Spring Break
9         Mar 23         Magnetic Field and Force         28         Lab IV         4, 5, 6, 7         .        
10         Mar 29         Sources of Magnetic Field         29         Lab IV         8, 9, 10, 11         .        
11         Apr 6         Faraday’s Law         30         Lab V         1, 2, 3         Lab report IV due        
12         Apr 13         Magnetism and Matter         31         Lab V         4, 5, 6         .        
13         Apr 20         Inductance and RLC Circuits         32         Lab VI         1, 3, 4         Lab report V due        
14         Apr 27         AC Circuits         33         Lab VI         5, 6         .        
15         May 4         Revision         .         BEMA         .         Lab report VI due        
You need to read the according book chapters before class. You have to do the learning; unfortunately, I can't do that for you.
Liberal Education Core Requirement
This class satisfies the University of Minnesota Liberal Education requirement of a physical science course with a laboratory component, as part of the Liberal Education Core.  Discoveries and inventions that have profoundly altered the course of human history arose from the physical sciences.  As citizens and voters (whether in the United States or in another country), today’s students will be called upon to make decisions on such topics as global climate change, alternative energy sources and resource management.  A familiarity with the methods and findings of the physical sciences has never been more important and forms a crucial component of a common education.  

This class will expose the student to physical principles and concepts, demonstrate how these principles can be applied to quantitatively describe natural phenomena, and provide the student with an opportunity to perform hands-on experiments and measurements that replicate how physical knowledge is obtained.  All knowledge in the physical sciences is empirically acquired, and a proper exposure to the ways of knowing and thinking in the physical sciences requires a laboratory component to any formal coursework.  The lab component of the class will give you experience in making predictions based upon hypotheses, which are then empirically tested by experiment or observation, through which scientific knowledge is developed.  The language of the physical world is mathematical and students will be expected to employ mathematical reasoning in order to solve problems both qualitatively and quantitatively. Physics is a social endeavor, and the student will gain experience in cooperative problem solving, working in small groups with other students, in both the laboratory and Discussion sections of the course.
Course Policies
Accommodations for Students With Disabilities
Participants with special needs are strongly encouraged to talk to the instructors as soon as possible to gain maximum access to course information. All discussions will remain confidential.
University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services and their instructors to discuss their individual needs for accommodations. Disability Services is located in Suite180 McNamara Alumni Center, 200 Oak Street. Staff can be reached at or by calling 612/626-1333 (voice or TTY).
Diversity and Collegiality:
This course draws students from a variety of disciplines. This diversity of academic experience, assumptions regarding learning, and ways of approaching problems is one of the most enriching aspects of the course. In addition, every class is influenced by the fact that students come from widely diverse ethnic and cultural backgrounds and hold different values. Because a key to optimal learning and successful teaching is to hear, analyze, and draw from a diversity of views, the instructors expect collegial and respectful dialogue across disciplinary, cultural, and personal boundaries.
Student Mental Health
As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via
Student Conduct
Instructors are responsible for maintaining order and a positive learning environment in the classroom. Students whose behavior is disruptive either to the instructor or to other students will be asked to leave. Students whose behavior suggests the need for counseling or other assistance may be referred to their college office or University Counseling and Consulting Services. Students whose behavior may violate the University Student Conduct Code may be referred to the Office of Student Judicial Affairs.
Sexual Harassment:
University policy prohibits sexual harassment as defined in the University Policy Statement ( adopted on December 11, 1998. Complaints about sexual harassment should be reported to the University Office of Equal Opportunity, 419 Morrill.
Academic Dishonesty:
Students are expected to do their own assigned work. If it is determined that a student has engaged in any form of Academic Dishonesty, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. See
Attendance and Participation:
Sessions incorporate frequent informal writing, teaching and evaluation exercises, as well as small group activities related to formal course assignments. Due to the interactive and participatory nature of this course, attendance at each class session is required. Instructors expect students to arrive on time and attend the full class period. The instructors will require students who miss more than one class or significant portions of more than one class to do additional work. Additionally, instructors reserve the right to require students who miss three classes to attend the course in a subsequent semester.
Instructors expect students to arrive on time and attend the full class period.
Old:  <no text provided>